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Source-Analysis Tasks
Directions: Closely read and examine the sources provided in order to complete a series of source-analysis tasks that result in a thesis statement and multiparagraph outline. The sources and tasks relate to the following evidence-based prompt:
Task A: Analyze the prompt and sources
Focus: Break down the prompt, access prior knowledge, and examine the evidence
Task B: Build the thesis from evidence
Focus: Synthesize the evidence, generate initial claims, and draft and contextualize the thesis
Task C: Create an essay outline
Focus: Write an introductory paragraph and outline body paragraphs using topic sentences and supporting details
Note: The following sources have been edited for the purposes of this performance task.
SOURCE 1
Diary of Nicolo Barbaro, a Venetian surgeon present at the Siege of Constantinople by the Ottoman Empire, 1453
But still these evil Turks did not cease at any hour of the day or the night bombarding the gate, where the repairs had been made, with all their force: their whole strength was concentrated on this gate, with shots from their great cannon, which had a circumference of fifteen palme,* from their other cannon, and also from great numbers of guns, countless bows and many hand guns which continually fired at those who were making the repairs.
*Roughly 12 feet
SOURCE 2
Primary flow of silver 1570–1750

SOURCE 3
“Akbar Receives Gifts from the Ambassadors of Badakhshan,” an illustration from the Book of Akbar, a biography of Mughal Emperor Akbar the Great written by his court historian, c. 1603. Badakhshan was a region in Central Asia.

Chester Beatty Library: Dublin
SOURCE 4
The “Sacred Edict,” which was adopted by the Qing Dynasty as a set of rules to govern all territories under the emperor’s control, c. 1670
SOURCE 5
Sir William Temple, Observations upon the United Provinces of the Netherlands, c. 1668
The great application of the Dutch Provinces to the fishing trade off the coasts of England and Scotland employs an incredible number of ships and seamen and supplies most of the Southern parts of Europe with a rich and necessary commodity.
Lastly, I shall mention the mighty advance they have made towards controlling the whole commerce of the East Indies through their successes against the Portuguese and their many wars and victories against the natives. The Dutch have forced the natives to sign treaties of commerce, exclusive to all other nations, and to allow forts to be built upon straits and passes that are the entrances into the shipping lanes of the islands of Indonesia. This has been achieved by so many of their people and mariners manufacturing every year so many great ships for such voyages.
By its conduct and application, the Dutch East India Company has managed Indonesia like a commonwealth rather than a trade. They have raised a state in the Indies, governed by a company, but otherwise functioning like a sovereign state, making war and peace with the greatest local kings and able to bring to sea forty or fifty war boats and thirty thousand men by the lowest estimate.
SOURCE 6
Detail of Giuseppe Castiglione’s painting of Kazaks offering horses in tribute to Emperor Qianlong, c. 1757

World History Archive / Alamy Stock Photo
SOURCE 7
From Adam Smith, The Wealth of Nations, 1776
The maintenance of this monopoly on trade with the American colonies has until now been an important, or perhaps the only, aim of British dominion over her colonies. The Spanish war, which began in 1739, was principally a colony quarrel. Britain’s main objective in the war was to prevent the search of British ships which carried on an illegal trade with the Spanish colonies. This whole experience is, in reality, a bounty which has been given in order to support a monopoly.
TASK A: ANALYZE THE PROMPT AND SOURCES
Analyze the prompt
1. List the key words in the prompt. What is the topic of this prompt? What are you being asked to write about?
Analyze the documents
3. Use the text boxes below to record details and evidence from the sources that may be relevant to the characteristics of maritime or land-based empires during the era. Be sure to include information from Sources 1–7 in the boxes below as well as additional details from outside the sources in the last box.
Source 1 Relevant details and evidence:
Source 2 Relevant details and evidence:
Source 3 Relevant details and evidence:
Source 4 Relevant details and evidence:
Source 5 Relevant details and evidence:
Source 6 Relevant details and evidence:
Source 7 Relevant details and evidence:
Related details from outside the sources:
TASK B: BUILD THE THESIS FROM EVIDENCE
Synthesize the evidence
1. Review the details and evidence notes you recorded in Task A. Reorganize this information to illustrate the most significant characteristics that are unique to each type of empire as well as characteristics that are common to both types of empire.
Unique characteristics of maritime empires and their use of power:
Unique characteristics of land-based empires and their use of power:
Characteristics both types of empires had in common regarding their use of power:
Plan your thesis
Select the position below that you believe has the strongest evidence to support it.
Plan your thesis in the space below. Consider the following questions as you draft and refine your sentence(s):
Contextualize your thesis
What additional information would help set the stage for your overall argument? List one or two relevant early modern-period trends or developments that will contextualize your thesis.
TASK C: CREATE AN OUTLINE
Introduction (contextualize your position and state your thesis)
Context:
Thesis:
Body paragraph 1 (first claim that supports your position)
Topic sentence:
Supporting evidence (brief notes):
Body paragraph 2 (second claim that supports your position)
Topic sentence:
Supporting evidence (brief notes):
Body paragraph 3 (counterclaim)
Topic sentence:
Supporting evidence (brief notes):

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